dor_id: 4135201

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Educación Química", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Bibliografía latinoamericana (Biblat); Coordinación de la formación del personal de nivel superior (CAPES); Consejo Nacional de Ciencia y Tecnología (CONACyT); Dialnet; Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Matriz De Información de Análisis de Revistas (MIAR); PERIODICA; Scientific Electronic Library Online (SciELO); A Division of the American Chemical Society (CAS); Scimago Journal & Country Rank; Scopus; European Reference index for the Humanities and Social Sciences (ERIHPLUS)

561.#.#.u: https://quimica.unam.mx/

561.#.#.a: no

650.#.4.x: Biología y Química

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://www.revistas.unam.mx/index.php/req

351.#.#.b: Educación Química

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://www.revistas.unam.mx/index.php/req/article/view/75566/69913

100.1.#.a: Jusniar, Jusniar -; Effendy, Effendy; Budiasih, Endang; Sutrisno, Sutrisno

524.#.#.a: Jusniar, Jusniar -, et al. (2021). The Effectiveness of the "EMBE-R" Learning Strategy in Preventing Students’ Misconception in Chemical Equilibrium. Educación Química; Vol. 32 Núm. 2, 2021; 53-73. Recuperado de https://repositorio.unam.mx/contenidos/4135201

245.1.0.a: The Effectiveness of the "EMBE-R" Learning Strategy in Preventing Students’ Misconception in Chemical Equilibrium

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Química, UNAM

264.#.0.c: 2021

264.#.1.c: 2021-04-08

653.#.#.a: EMBE-R strategy; verification; misconception; chemical equilibrium

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx

884.#.#.k: https://www.revistas.unam.mx/index.php/req/article/view/75566

001.#.#.#: 047.oai:ojs.pkp.sfu.ca:article/75566

041.#.7.h: spa

520.3.#.a: This study has been carried out aimed to compare the effectiveness of EMBE-R (Engage, Modification, building concept, Evaluation-Reflection) and verification strategies in preventing misconceptions in Chemical Equilibrium (CE). It involved two groups of senior high school students majoring in Natural Science of which the school is located in South Sulawesi, Indonesia. The groups have fulfilled the homogeneity requirements, each consisting of thirty-five students. The experiment group was taught with the EMBE-R Strategy and the other group was taught with the verification strategy. Students" misconceptions were identified using Three-tier Diagnostic Instrumen on CE (TT-DICE). The effectiveness of the two strategies is also examined based on students’ levels of Scientific Reasonability Capability (SRC). Students’ SRC was measured using the Classroom Scientific Reasoning Test (CTSR) developed by Lawson. The descriptive analysis used to compare the number of misconceptions held by students in both groups. The results of the study indicated that students who were taught with the EMBE-R strategy had four misconceptions, while the verification had nine-teen misconceptions. In addition, both in the two levels of SRC, i.e., high and low level, EMBE-R strategy is more effective in preventing misconceptions than verification strategy. Thus, the EMBE-R strategy is more effective in preventing misconceptions in CE than verification strategy.

773.1.#.t: Educación Química; Vol. 32 Núm. 2 (2021); 53-73

773.1.#.o: https://www.revistas.unam.mx/index.php/req

022.#.#.a: ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 53-73

264.#.1.b: Facultad de Química, UNAM

doi: https://doi.org/10.22201/fq.18708404e.2021.2.75566

handle: 3553ee381fa679b1

harvesting_date: 2023-06-20 16:00:00.0

856.#.0.q: application/pdf

file_creation_date: 2021-03-24 02:15:50.0

file_modification_date: 2021-03-24 02:15:53.0

file_creator: Jusniar Jusnar

file_name: 476dd58579b90cdea6f0d6f8b056c6afa2ca6fd70ead7eea9f8c39a072d9efff.pdf

file_pages_number: 21

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file_size: 500998

last_modified: 2023-06-20 16:00:00

license_url: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es

license_type: by-nc-nd

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